Subtitling and fingerspelling in WFL: classes for deaf and hard of hearing students
By Anna Podlewska
Subtitles and fingerspelling represent transformative tools that can fundamentally reshape foreign language education for deaf and hard of hearing (DHH) students, moving beyond basic accommodation toward genuine inclusion and enhanced learning outcomes. While hearing students naturally access language through auditory channels, DHH learners depend primarily on visual information, making traditional foreign language instruction inherently exclusionary without thoughtful adaptation. This material explores how subtitles transform inaccessible spoken content into visible, analyzable text that supports vocabulary acquisition, grammatical understanding, and cultural exploration, while fingerspelling creates multisensory connections between written and signed language forms. By implementing these strategies thoughtfully, educators can design foreign language classrooms where DHH students not only access the curriculum but actively engage with it alongside their peers, developing language proficiency through methods that align with their visual learning strengths. The following sections provide practical guidance on introducing subtitles effectively, addressing common challenges, and leveraging fingerspelling as a tool that benefits all students, ultimately fostering classroom environments where diverse communication methods are valued and every learner can thrive.
- Understand the Role of Subtitles in Inclusive Language Education Students will be able to explain how subtitles serve as both accessibility tools and language acquisition resources for deaf and hard of hearing learners, identifying at least three specific benefits subtitles provide in foreign language classrooms.
- Implement Progressive Subtitling Strategies Teachers will be able to design and implement a progressive subtitling approach that begins with native language subtitles, transitions to target language subtitles, and incorporates appropriate follow-up activities that reinforce subtitle content.
- Address Challenges in Video-Based Learning for DHH Students Educators will be able to identify common challenges deaf and hard of hearing students face when using subtitled videos (such as reading speed, timing, and divided attention) and apply at least two specific strategies to mitigate these challenges.
- Integrate Fingerspelling as a Multisensory Learning Tool Teachers will be able to incorporate fingerspelling into foreign language instruction using sign language fonts and visual materials, demonstrating understanding of how this practice benefits both DHH and hearing students’ vocabulary retention and spelling skills.
- Create an Accessible and Inclusive Classroom Culture Educators will be able to implement subtitle and fingerspelling practices that normalize diverse communication methods, foster belonging for all students, and promote a classroom environment where accessibility is valued rather than merely accommodated.
The core philosophy underlying this work is straightforward: accessibility is not an afterthought or a specialized feature. Instead, it must be embedded at the very foundation of the design process. Rather than developing a game for typically developing children first and then attempting to adapt it for children with disabilities, the game was designed from inception with universal access as a central principle.
By integrating three complementary frameworks, universal design principles, game accessibility guidelines, and web content accessibility standards—we have created an educational game that aims to provide genuinely equitable access to language learning opportunities for all students. Throughout this document, you will discover the seven core universal design principles, examine how they have been applied to game design, and understand the complex challenges inherent in balancing diverse user needs with technological limitations and regulatory requirements and how they impact on the final result.
Subtitles in foreign language classrooms create a bridge to essential linguistic content for deaf and hard of hearing students who would otherwise be excluded from crucial auditory learning experiences. While hearing students can simultaneously process spoken language and visual instruction, deaf and hard of hearing learners rely primarily or exclusively on visual information acquisition. Subtitles transform speech into accessible text, allowing these students to engage with pronunciation patterns, vocabulary usage in context, and the natural flow of conversation—elements that form the foundation of language acquisition. This visual representation of spoken language ensures equal access to the curriculum and demonstrates a commitment to inclusive education where every student deserves the opportunity to develop foreign language proficiency.
Beyond mere accessibility, subtitles serve as powerful language acquisition tools that benefit deaf and hard of hearing students’ unique learning processes. The visual display of text reinforces connections between written words and their contextual meanings, helping students develop reading comprehension skills in the target language. This text-based approach aligns naturally with many deaf students’ learning strengths, as they often possess heightened visual processing abilities. Furthermore, when subtitles include both the foreign language and translations, students can make meaningful comparisons between languages, developing metalinguistic awareness that supports deeper understanding of grammatical structures, idiomatic expressions, and cultural nuances embedded within the language.
Providing subtitles also acknowledges the social-emotional aspects of language learning for deaf and hard of hearing students. When classroom videos, interactive media, and teacher presentations include accessible text, these students can participate in discussions, collaborative activities, and cultural explorations alongside their peers. This inclusion fosters a sense of belonging and engagement that directly impacts motivation and academic success. Additionally, the consistent use of subtitles demonstrates to all students that language learning environments can and should be designed with diverse needs in mind, promoting a classroom culture where accessibility is valued and differences in learning approaches are respected rather than merely accommodated.
Watch the film and answer the questions:
- What challenges might DHH students face when using videos with subtitles, and how can teachers address them?
DHH students might face several challenges when using videos with subtitles. These include:
- Difficulty understanding subtitlesif they are too fast, disappear too quickly, or are hard to read.
- Missing visual cuesfrom the screen because they are too focused on reading the subtitles.
To address these challenges, teachers should ensure that the subtitles are easy to read and stay on the screen long enough for students to follow. They could also pause the video at key moments to check for understanding, or provide supplementary materials such as written summaries or sign language explanations to reinforce the content.
- What type of exercises can teachers use to support understanding before showing a video?
To support understanding before showing a video, teachers can use exercises such as:
- Pre-watching activitieslike discussing key vocabulary or concepts that will appear in the video.
- Teacher explanations in sign languageto ensure that all students are prepared for the content.
- Written summariesthat give a brief overview of what will happen in the video, helping students understand the context before they watch it.
These activities provide students with background knowledge, making it easier for them to engage with the video and better understand the material.
- Why is the short film „Signs” recommended for an inclusive foreign language classroom?
The video is recommended for an inclusive foreign language classroom because it focuses on the power of non-verbal communication, which is an important aspect of learning any language. It is highly accessible to DHH students and can prompt all students to think about how people connect without spoken words, making it a great fit for classrooms that value diverse ways of communicating.
- What is the significance of introducing fingerspelling in the classroom, and who benefits from this practice?
Introducing fingerspelling in the classroom is significant because it helps students connect the written form of language with its signed form. This practice benefits both DHH and hearing students:
- For DHH students, fingerspelling connects written words to their sign language equivalents, aiding comprehension and vocabulary retention.
- For hearing students, fingerspelling provides a multisensory learning experience that can enhance memory, spelling, and awareness of different communication methods.
By using fingerspelling, students of all abilities can engage more deeply with language and improve their literacy skills.
- What role do sign language fingerspelling fonts play in supporting inclusive language learning, and what can teachers do with them?
Sign language fingerspelling fonts help make fingerspelling more accessible and visible to all students, as they visually represent the manual alphabet of different sign languages. These fonts can be used to:
- Create vocabulary postersthat show both the written word and its fingerspelled version.
- Design flashcardsthat display the written word alongside the fingerspelling, helping students recognize the connection between the two.
- Make worksheetsthat pair written vocabulary with its corresponding fingerspelled version, enabling students to practice matching the handshapes to the written word.
These fonts are a valuable tool for reinforcing both spelling and fingerspelling recognition in a visually engaging and inclusive way.
When introducing subtitles in English as a Foreign Language classes, begin with a thoughtful explanation of their purpose and benefits for all students, not just those who are deaf or hard of hearing. Frame subtitles as tools that enhance learning by connecting spoken and written forms of language, improving reading speed, and supporting comprehension of different accents and speech patterns. This initial framing helps normalize subtitle use and prevents any student from feeling singled out, while establishing subtitles as valuable resources that strengthen multiple language skills simultaneously.
Start with short, engaging video clips that feature clear speech and straightforward content, gradually increasing complexity as students develop comfort with the subtitle format. Consider incorporating a progressive approach—beginning with subtitles in students’ native language, transitioning to English subtitles, and eventually using English-only subtitles or toggling between options based on learning objectives. Design follow-up activities that explicitly reference subtitle content, such as vocabulary identification exercises, comprehension questions, or discussions about cultural elements noticed in the subtitled material. This intentional integration ensures subtitles become central to the learning process rather than passive supports.
Involve students in the subtitle experience by teaching them how to create their own subtitles for short recordings or videos, which deepens their engagement with language structures while developing digital literacy skills. Collaborate with interpreters or support staff to ensure technical aspects of subtitle implementation meet accessibility standards, including appropriate text size, contrast, and timing. Regularly collect feedback from all students about subtitle effectiveness, and be willing to adjust your approach based on their responses. Remember that thoughtful subtitle integration not only supports deaf and hard of hearing students but also creates multiple pathways to language acquisition that benefit diverse learning styles throughout your classroom.
- Resources from International Research Group English as a foreign language for deaf and hard of hearing persons (EFL DHH): https://www.kul.pl/english-for-deaf-and-hard-of-hearing,art_74431.html
- Domagała-Zyśk, E. (2025). Subtitling for d/Deaf and hard of hearing children: Not only functionality but art. Anglica: An International Journal of English Studies, 34(2) 45-61. https://doi.org/10.7311/0860-5734.34.2.03
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